Educating the Educators: Determining the Uniqueness of Psychiatric Nursing Practice to Inform Psychiatric Nurse Education

Exploring undergraduate nursing students’ experiences towards home-based learning as pedagogy during the COVID-19 pandemic: a descriptive qualitative exploration

“…In nursing education, both theoretical lectures and practical skills-based learning are emphasised: nurses are professionally required to possess not only bedside skills such as managing medications, administering injections, and wound care [ 5 ], but also soft skills such as therapeutic communication, counselling, and behavioural management [ 5 ]. In this regard, pandemic-related restrictions in face-to-face tutor-and-student interactions and hospital-based patient-care opportunities have presented substantial barriers to nursing education [ 6 ].…”

Effects of the psychiatric nursing course on students' beliefs toward mental illness and psychiatric nursing perceptions in Turkey

“…In a systematic review, it was argued that the characterization of psychiatric nursing as the least preferred field of nursing did not change for the last five decades, and in this respect, important responsibilities were imposed on nursing lecturers to transform these negative attitudes 17 . It was underlined that educators should revise the psychiatric nursing curriculum, use innovative and experimental training methods such as role‐playing, watching films, simulation, make clinical preparedness training intended for alleviating students' fears and anxieties, and encourage students interested particularly in mental health to build their careers in the field of psychiatric nursing 16,17,33 . Therefore, in this study, the effect of the psychiatric nursing course on the students' psychiatric nursing perceptions was also evaluated, and it was seen that consistent with the literature, students' perceptions increased statistically significantly after the lesson 31,32 .…”

Exploring the Association and Dissociation Between Lectures and Practicums in the Process of Learning Experience in Psychiatric and Mental Health Nursing Education: a Qualitative Study in Japan

“…Moreover, it is necessary to examine measures to improve the quality of practicums and lectures in PMHN in Japan. Graham et al argued that PMHN involves a broad range of expertise in the eld of psychiatry and the requirement to acquire that range of expertise is a unique characteristic of PMHN (26). It has been reported that faculty members feel that they have too little teaching time and human and other resources for practical training, including faculty members, instructors, and facilities, to acquire such comprehensive knowledge and skills and in the eld of PMHN in Japan (27).…”